Transcript Mental Game Myths and Truths for Coaches and Athletes Robin S. Vealey, Ph.D. Department of Kinesiology and Health Miami University Oxford OH 45056 [email protected].

Mental Game Myths and Truths for
Coaches and Athletes
Robin S. Vealey, Ph.D.
Department of Kinesiology
and Health
Miami University
Oxford OH 45056
[email protected]
Myths about the Nature of Sport Psychology
1. For mentally weak or athletes with
problems
2. Involves psychotherapy
3. Is a last resort when nothing else works
4. Is a quick fix prior to championships or
when athletes are in trouble
5. It makes athletes think too much
6. It changes athletes’ personalities
(Cohn, 2007; Cole, mentalgamecoach.com; Vealey, 2005)
Hardy, L. (1997). Three myths about applied
consultancy work; JASP, 9, 277-294.
1. Cognitive anxiety always hurts
athletes’ performance.
2. Outcome goals and egoorientations are detrimental to
sport performance.
3. Internal visual imagery is
better than external visual
imagery in improving sport
performance.
Mental Game Myths
1. Training should emphasize
pursuing the “zone” and peak
performance.
2. You’ve got to have confidence to
perform well.
3. Lock in your focus using technique
triggers.
4. You are what you think you are.
Myth #1: Train for the “zone” and peak
performance
TIP: Train your…
RESPONSE
abilities
No evidence that successful athletes experience the “zone”
more than less successful athletes – they just COPE better!
 Task-relevant thoughts
 Less likely to be distracted
 Manage anxiety more productively
 Positive, not negative perfectionists
(high standards, flexibility to learn from
mistakes)
 Hope and optimism
 Confident focus on enabling feelings and
beliefs
 View difficult situations as exciting and
challenging
Gould et al., 2002; McPherson, 2000; Williams & Krane,
2010
Most Important Mental Game Objective
To RESPOND productively
What happens to you is not
nearly as important as how
your respond to what
happens to you.
Importance of RESPONDING
“Maybe five time a year, you’re
going to go out and be magic.
And five times a year, you’re
going to go out there and feel
like crap. And all the rest of
the matches - those are what
make you a tennis player.”
Brad Gilbert, former professional player
and current coach
Plan and Rehearse
1. What will it be like? / How will I
RESPOND
2. Thinking “on purpose”
3. PRODUCTIVE RESPONSES

Not necessarily positive

Responding - not reacting
4. Homework: Pick one critical
competitive response. Plan your
productive response – mentally
and behaviorally train it.
What Responses Should You Prepare?
Hostile crowd
RESPONSE
Supportive crowd
RESPONSE:
Not so great warmup
RESPONSE:
Great warmup
RESPONSE:
Criticism
RESPONSE:
Losing
RESPONSE:
Winning
RESPONSE:
Rough play
RESPONSE:
Official mistake
RESPONSE:
Bad luck
RESPONSE:
Feeling pressure to perform RESPONSE:
Feeling afraid to fail
RESPONSE:
Playing poorly
RESPONSE:
Playing great
RESPONSE:
SURPRISE!
RESPONSE:
My Plan for Responding to a Triple-Bogey
1. Fake it until I make it (posture,
poise, demeanor, “cocoon”).
2. Cleansing breath (6-2-7) and
centering breath (6-2-7).*
3. Patience, mistakes part of game,
NOT surprise, shock, dismay (but
ACCEPTANCE).
4. Be an ATHLETE.
5. Next tee shot: SOLID
6. Track bad hole recovery score.
*Selk, 2009
Training Responses
CONTROLLABLES
1. Learn how to play your “B” and “C” game
with your “A” face.*
2. Identify controllables / uncontrollables –
focus on controllables, flush
uncontrollables.
3. Create team/program mindset:

so what, deal with it

expect the blows

patience; jab and score points vs. knockouts*

play smarter, not harder (adjust, compensate,
grind, persist – there are no little things)
4. Contribute what you have that day, struggle
well, respond well in failing moments.
*Ravizza, 2008
UNCONTROLLABLES
Object Lesson: BE THE BALL!
Characteristics of the ball that represent mental skill and toughness
1.
It bounces. When do you need to bounce? Mentally plan/rehearse for it.
2.
It rolls.
3.
It is inscribed with “NEXT PLAY.”
What is challenging you right now that could do better by
practicing “NEXT PLAY?”
When do you need to roll? Mentally plan/rehearse for it.
What is challenging this team right now that could do better by
practicing “NEXT PLAY?”
“Act Like Champions” Checklist
1.
I deliberately put myself in a productive mood and
focus at the start of practice.
2.
I overtly supported my teammates in practice.
3.
I overtly challenged my teammates today to get
better.
4.
I responded and refocused when I got distracted,
received critical feedback, or performed poorly.
5.
I participated in every drill with 100% effort.
6.
I participated in every drill with 100% focus.
7.
I improved a critical skill in practice today.
8.
I set an A/A goal for practice.
Myth #2: You’ve got to have confidence to
perform well
• How do you talk to your
athletes about
confidence?
• Or do/should you?
• Is confidence CREATABLE?
Myth #2: You’ve got to have confidence
to perform well
“Confidence is not the absence of
fear, but rather the judgment
that something else is more
important than fear.” Pat Summitt
“Confidence is a day-to-day issue. It
takes constant nurturing. It’s
not… turn on the light switch and
say ‘I’m confident,’ and it stays
on…” Mia Hamm
TIP: Focus trumps confidence at the moment of
performance
1. Focused connection with
performance is the most critical
mental factor in sport.
2. Confidence is a foundation skill
that enables consistency over the
long term.
3. But at moment of performance –
can perform without it (with
preparation and training).
Orlick’s (2008) Wheel of Excellence
Commitment
Ongoing
learning
Distraction
control
FOCU
S
Confidence
Mental
readiness
Positive
images
TIP: Focus trumps confidence at the moment of
performance
1. Focused connection with
performance is the most critical
mental factor in sport.
2. Confidence is a foundation skill
that enables consistency over the
long term.
3. But at moment of performance –
can perform without it (with
preparation and training).
Foundation
Skills
Achievement Drive
Self-Awareness
Productive Thinking
Self-Confidence
Performance
Skills
Perceptual-Cognitive Skill
Attentional Focus
Energy Management
Personal
Development
Skills
Identity Achievement
Interpersonal Competence
Team
Skills
Leadership
Communication
Cohesion
Team Confidence
Vealey, 2007, in Handbook of Sport Psych (Tenenbaum &
Eklund, Eds.)
Demographic and
Personality Characteristics
Organizational
Culture
SOURCES OF SPORT-CONFIDENCE
Achievement
Self-Regulation
Social Climate
TYPES OF SPORT-CONFIDENCE
Physical
Skills and
Training
Cognitive
Efficiency
Affect
Uncontrollable
External Factors
Resilience
Behavior
Cognition
Vealey & Chase, 2008
PERFORMANCE
Physical Skill and
Characteristics
TIP: Focus trumps confidence at the moment of
performance
4. “I hope I don’t mess up” is a
focus, not a confidence issue
5. Sometimes talking about
confidence, or focusing on NOT
having it, creates more doubt,
anxiety, and fear
6. Training your response-abilities
is basis of SELF-confidence (not
shot, swing, batting confidence)
Mental Toughness Shield
Earn the right to wear it.
Examine it before competing.
Honor it in each competition.
Myth #3: “Lock in” your focus using technique
triggers
• Learners and performer differ in
ideal focus of attention
• Learning involves controlled,
conscious processing; performing
requires automatic processing
• Explicit attention to step-by-step
skill processes disrupts welllearned “proceduralized”
performance processes that
normally run outside of conscious
awareness (Beilock & Gray, 2007)
What should athletes focus on when performing?
TIP: Focus on holistic process goals
Conscious Processing and the Process Goal Paradox
(Mullen, R. & L. Hardy, 2010, J Sport Exercise Psychology)
1.
Three experiments (long jump, free throw, putting) to examine
performance as result of holistic vs. part process goals
2.
Predicted that skilled but anxious athletes who adopted a global
movement focus using holistic process goals would outperform those
who used part-oriented process goals
3.
Conscious processing performance impairment occurs when athletes
attempt to ensure task success by adopting a mode of conscious
control over performance
4.
Conscious processing uses explicit knowledge and contrasts with more
efficient and fluid automatic processing based on implicit knowledge
Part and Holistic Process Goals for Long Jump
Part Process Goals
Goal Description
Holistic Process Goals
Arch back
Arching back at takeoff
Drive
Hips up
Thrusting hips forward
Thrust
Slam foot
Planting foot on takeoff
Flying
Drive knee
Non-take off knee upward
Height
Thrust hips
Hips forward after takeoff
Reach
Throw arms
Throwing arms up and forward
Spring
Fast knee
Driving non-takeoff knee up
Lift
Part and Holistic Process Goals for Putting
Part Process Goals
Goal Description
Holistic Process Goals
Wrists firm
Wrist firm through putt
Smooth
Firm grip
Maintaining firm grip of club
Pendulum
Front hands
Keep hands in front of blade
Glide
Firm through
Firm contact through the ball
Tempo
Weight to hole
Bodyweight on front foot
Push
Blade square
Putter blade square throughout
Through
Short back
Focus on short backswing
Easy
Results of Process Goal Paradox Study
(R. Mullen & L. Hardy, 2010, JSEP)
1.
Holistic process goal athletes in all three
sports performed better in anxiety
conditions than part process goal athletes.
2.
For skilled athletes who perform under
competitive pressure, using a holistic
process goal that focuses attention on
global aspects of a sport skill is a more
effective focus strategy than using a part
process goal.
3.
Process goals that are part of athletes’
preperformance routines should be holistic
in nature to prime automaticity (NOT focus
on parts of the movement).
Choking
 Results from self-focused
attention brought on by
anxiety
 Athletes revert to controlled
(as opposed to automatic)
processing
 Loss of “instinct” or
“autopilot” mode
 Occurs when athletes think too
much
Choking as “Paying” Attention
Athletes choke because they
“pay” attention to how
they’re performing…
And boy, DO THEY PAY!
What TO Think About and How to Train It
1.
Focus on what to do NOT HOW to do it
2.
Focus on goal, not technique
3.
Use holistic MOOD (“strong”) or RHYTHM cue
(“smooth”), NOT technique cues (“fast arm”)
4.
Use external focus of attention (vs. internal) –
develop trigger to get your attention going OUT
5.
Become accustomed to the overattention to
performance that accompanies high stress
situations
• Videotape while they practice
• Perform in front others judging you
6.
Implicit teaching and focus (“hit it in the woods”)
Myth #4:
You are what you think you are.
1.
Acceptance and Commitment Therapy (ACT)*
2.
Mindfulness-based behavioral therapy that
challenges mainstream Western psychology
3.
Does NOT have symptom reduction as a goal.
4.
Trying to get rid of “symptoms” is what
creates the problem.
5.
ACT’s goal is to TRANSFORM OUR
RELATIONSHIP with our difficult thoughts, so
we perceive them as harmless (even if
uncomfortable)
Hayes, S.C. et al., 2012, Accept and Comm
Therapy
Tip: You are definitely NOT what you think you are!
1.
No need to try to reduce, change,
avoid, suppress, or control thoughts.
2.
Make room for them and allow them
to come and go without a struggle.
3.
See thoughts as thoughts (not YOU),
accept them, and be less fused with
what the thought implies.
4.
Thoughts and feelings are something
athletes HAVE rather than something
that they ARE.
Hayes, S.C. et al. (2012).
Struggle Switch
Control of Thoughts and Feeling Questionnaire
(Harris, R., 2008)
1. Anxiety is bad.
2. Anxiety is neither good nor bad. It is merely an uncomfortable
feeling.
3. Negative thoughts and feelings will harm you if you don’t control
or get rid of them.
4. Negative thoughts and feelings won’t harm you even if they feel
unpleasant.
5. For me to do something important, I have to get rid of all my
doubts.
6. I can do something important, even when doubts are present.
Control of Thoughts and Feeling Questionnaire
(Harris, R., 2008)
4. Negative thoughts and feelings are a sign that there is
something wrong with my life.
5. Negative thoughts and feelings are an inevitable part of life
for everyone.
6. The best method of managing negative thoughts and
feelings is to analyze them; then utilize that knowledge to
get rid of them.
7. The best method of managing negative thoughts and
feelings is to acknowledge their presence and let them be,
without having to analyze or judge them.
ACT Strategies/Exercises
1. Name tag identifying negative
thought/evaluation about
yourself
2. Repeating negative evaluation
20 times
3. Replace “I am” with “I’m having
the thought that I am”
4. Practice a sport skill while saying
“I can’t [pass this serve].”
ACT Strategies/Exercises
5. Take your mind for a walk
6. Clarify the difference in having a
thought vs. BUYING a thought
(think if someone else said that to
you – how would you respond?)
7. Replace the word “but” with the
word “and.”
8. Hold that thought lightly, as you
might hold a butterfly that has just
landed on your finger.
When It Goes Sideways: ACT!
A Accept the discomfort,
negative thoughts and
feelings
C Center yourself (6-2-7
centering breath and
poised posture)
T
Take action toward valued
life goals (Trust your
training)
Summary: Mental Game Myths and Tips
MYTH #1:
TIP:
Training should emphasize pursuing the “zone” and peak
performance.
Train your RESPONSE-abilities.
MYTH #2: You’ve got to have confidence to perform well.
TIP:
FOCUS is more important than confidence at the moment of
performance.
MYTH #3:
TIP:
“Lock in” your focus using technique triggers.
Focus on holistic PROCESS goals, such as mood or rhythm.
MYTH #4:
TIP:
You are what you think you are.
Accept that you have many thoughts – they’re just thoughts,
not YOU.
Key Objective of the Mental Game:
Beyond Occasional Magic to Everyday
Coping/Responding